Please note:  This information has been provided by the Waltham Forest Parent Partnership Service

It is important that the extra help your child gets should be right for his or her needs. Different schools, or early years settings help children with special educational needs in different ways. Your school will have a policy for children with special needs, based on the guidelines in the Code of Practice. The Code of Practice is a guide for schools and local authorities on how to help children with learning difficulties.

Early years settings (if they receive a nursery education grant) and schools must notify parents/carers if they consider their child to have SEN. They must also publish their SEN policy. You may wish to ask to see how money is spent on pupils with SEN.

What if my child is at nursery or pre-school?

Ask the early years setting if they receive a nursery education grant and if they are in the Waltham Forest Early Years Development and Childcare Partnership. All groups in the partnership must have regard to the Code and be responsible for providing support. These needs should be met by using Early Years Action and Early Years Action Plus.

What happens when my child is at school?

Apart from small differences the stages are the same as for Early Years Action and Early Years Action Plus. But, it is now called School Action and School Action Plus.

Early Years Action/School Action

Early Years/School Action is the first stage in helping a child who is having difficulties. This is when your child is identified as having special educational needs by the school, nursery or pre-school. The Special Educational Needs Co-ordinator (SENCO) will collect information on your child and inform you of their concerns and decide on the ‘Action’ needed to help your child progress.

It may be extra staffing, different learning materials or special equipment. The school, pre-school or nursery will put together an Individual Education Plan (IEP) to help meet the needs of your child. The plan should focus on only what is additional or different from the rest of the curriculum and it should have three or four clear targets. You may wish to ask at this stage:

  • What help is being given, who will be giving it and what is it for?
  • What targets should your child reach?
  • When will the targets be checked? This is called a Review. The plan should be reviewed at least twice a year.
  • How can you help? Don’t forget to give your views and information and the views of your child. This information should be included on the IEP.

The SENCO may ask you if any other professionals are involved.

If your child begins to make sufficient progress they may be removed from Early Years/School Action. If your child makes little or no progress they should then be moved to Action Plus.

Early Years Action Plus/School Action Plus

This step is similar to Early Years/School Action. Your child will have an IEP with targets and reviews but at this stage the school or setting will be asking for help and advice from outside specialists e.g. an Educational Psychologist. Your child can only be seen by the support services with your permission. Make sure you receive copies of reports from the support services involved.

A further IEP will be drawn up with new targets and a date for a review. If the concerns are resolved your child may move back to Early Years/School Action. If a child continues to have difficulties and make little or no progress the parents, schools and early years settings can request the local authority to make a Statutory Assessment.

A lot of ‘education talk’ can be confusing. If you don’t understand anything don’t be afraid to say so. If you still don’t understand ask again or contact Parent Partnership. In return do not worry if they ask you questions which may seem to have no point.

Remember

  • The special educational needs of children will normally be met in mainstream schools or settings.
  • Most children’s needs will be helped by support given to them by Early Years/School Action and School Action Plus.
  • You should always be informed by the school or setting of any action they want to take.
  • You should ask for copies of written information from meetings or any education plans, to be passed to you.
  • You should keep a record of any minutes, contacts, phone calls etc., as these will be useful if you request a statutory assessment.
  • You can request an assessment for your child from the local authority at any time – but make sure you have full discussions with the school or educational setting first.
  • You can ask to see a copy of your child’s school record.

Contact us

SEN Team
1st Floor, Wood Street Health Centre
Linford Road
London E17 3LA

Tel: 020 8496 6503/6505
Email senteam@walthamforest.gov.uk